Unit 5 The power of plants Starting out 教学设计 2025-2026学年外研版（2024）七年级英语上册

该初中英语教学设计聚焦“植物的力量”主题，围绕植物部位、生长要素等核心词汇及“Plants have...”等句型展开，通过视频、图片导入与头脑风暴活动，激活学生已有知识，搭建从已知到新知的学习支架，引导学生初步理解单元主题。 资料亮点在于多模态输入与互动实践结合，视频、图片及词汇匹配游戏提升语言能力，小组讨论“没有植物会怎样”等问题培养思维品质，分层作业（画图描述、查找信息）促进学习能力，为教师提供可操作的活动设计与反思参考，助力学生在真实情境中运用英语，提升综合素养。

Unit 5 The power of plants-Starting out This unit focuses on "The power of plants", aiming to let students explore the significance and various aspects of plants. In the "Starting out" part, students will be introduced to the topic through a series of activities. They will start with brainstorming what they already know about plants, which helps activate their prior knowledge. Then, they will observe pictures of different plants and discuss their characteristics, functions, and the roles they play in our lives. This part also includes some basic vocabulary related to plants, such as "leaf", "stem", "root", "flower", etc. By the end of this section, students are expected to have a preliminary understanding of the unit theme and be ready to delve deeper into the following learning content. 教学目标 Students can master the key vocabulary related to plants, such as "leaf", "stem", "root", "flower", "seed", "photosynthesis", "oxygen", etc. They are able to understand and use simple sentences to describe plants, like "Plants have leaves. Leaves can make food for the plants." Students will know some basic facts about plants, for example, plants need sunlight, water and air to grow. 教学重难点 Key Points Key vocabulary and expressions about plants. Teachers should ensure students can correctly pronounce, understand and use these words. Using simple sentences to describe plants and their growth conditions. Students need to practice constructing such sentences repeatedly to improve their language application ability. Difficult Points Helping students understand some abstract concepts related to plants, like "photosynthesis". Teachers may need to use vivid explanations, pictures or short videos to make these concepts easier to understand. Encouraging students to express their ideas about plants in English fluently. Since students are in the initial stage of English learning, they may encounter difficulties in organizing their thoughts and choosing the right words. Teachers should provide more guidance and practice opportunities. Vocabulary Parts of plants: leaf, stem, root, flower, seed Growth elements: sunlight, water, air, soil Other relevant words: photosynthesis, oxygen, fruit, vegetable Sentence Patterns Plants have... (e.g. Plants have leaves.) -... can... (e.g. Leaves can make food for the plants. Sunlight can help plants grow.) Plants need... to... (e.g. Plants need sunlight, water and air to grow.) Basic Facts about Plants Plants can make their own food through photosynthesis. They release oxygen into the air, which is essential for humans and animals to breathe. Different plants have different growth habits and characteristics. 教学过程 Step 1: Warming - up (5 minutes) Greet the students as usual. Show students a short video about a beautiful garden full of various plants. While playing the video, ask students to pay attention to the different plants they see. After the video, ask some simple questions, such as "What plants did you see in the video?" "Did you like the garden? Why?" This activity can quickly draw students' attention and arouse their interest in the topic of plants. Step 2: Lead - in (5 minutes) Display some pictures of common plants on the PPT, such as roses, sunflowers, trees, etc. Point to each picture and ask students if they know the names of these plants in English. Encourage students to speak out what they know. Then, start a brainstorming activity. Ask students to think about and share what they already know about plants. Write down their ideas on the blackboard. For example, some students may say "plants can make the air clean", "plants need water to grow", etc. This step helps activate students' prior knowledge and prepares them for the following learning content. Step 3: Presentation (15 minutes) Vocabulary Teaching Use the PPT to show the pictures of different parts of plants one by one, such as a leaf, a stem, a root, a flower and a seed. Teach students the English words for each part, pronounce them clearly and ask students to repeat several times. For example, when showing the picture of a leaf, say "This is a leaf. L - E - A - F, leaf." Then, ask students to read after you. After teaching all the words for parts of plants, play a word - matching game. Show the pictures and the English words on the PPT separately, and ask students to match them. Call some students to come to the front of the class and operate the PPT to complete the matching. Next, introduce the words related to the growth elements of plants, like "sunlight", "water", "air" and "soil" in the same way. Use real - life examples or simple pictures to help students understand the meaning of these words. For example, when teaching "sunlight", point to the window where the sunlight comes in. Sentence Pattern Teaching Write the sentence "Plants have leaves." on the blackboard. Read it aloud and explain the structure and meaning to students. Then, ask students to make similar sentences using other parts of plants they have just learned, such as "Plants have stems." "Plants have roots." Present the sentence "Leaves can make food for the plants." Explain the function of leaves in a simple way. Then, guide students to make sentences about the functions of other parts of plants. For example, "Roots can hold the plants in the ground." Teach the sentence "Plants need sunlight, water and air to grow." Use pictures or a short animation to show how plants grow with the help of these elements. Let students imitate and make sentences about what plants need. Step 4: Practice (12 minutes) Pair Work Ask students to work in pairs. Each pair is given a set of cards with pictures of different plants and some words related to plants on them. One student takes out a card, describes the plant or the word on the card using the sentences they have learned, and the other student guesses what it is. For example, one student may say "Plants have this part. It's green and flat. It can make food for the plants." The other student should guess "leaf". After a few rounds, they can switch roles. Group Discussion Divide students into groups of four or five. Give each group a topic related to plants, such as "What would happen if there were no plants on the earth?" or "How can we take care of plants?" Each group discusses the topic and writes down their ideas on a piece of paper. Then, each group selects a representative to come to the front of the class and share their group's ideas with the whole class. During the sharing, other groups can ask questions or make comments. Step 5: Summary (5 minutes) Review the key vocabulary and sentence patterns learned in this class with students. Write the important words and sentences on the blackboard again and ask students to read them together. Summarize the main points about plants that students have discussed, such as the parts of plants, their functions, and what they need to grow. Emphasize the importance of plants in our lives. Encourage students to observe plants around them more carefully after class and try to use English to describe them. Step 6: Homework (3 minutes) Ask students to draw a picture of their favorite plant and write at least three sentences to introduce it in their English exercise books. Tell students to go home and find out more information about plants, such as some interesting facts or new types of plants, and be ready to share with the class in the next lesson. 教学反思 After this class, I found that the video and picture - based warm - up and lead - in activities were quite effective in attracting students' attention and arousing their interest. Most students were actively involved in the brainstorming and vocabulary - learning activities. However, when it came to the more abstract concept of "photosynthesis", some students seemed a bit confused, even though I used pictures to explain. In the future, I may need to find more vivid and easy - to - understand teaching materials, such as short animations, to help students better understand such concepts. During the pair work and group discussion, students had the opportunity to practice speaking English, but some students were still a bit shy and reluctant to speak. I should provide more encouragement and guidance to these students in the following classes. Also, in terms of time management, the group discussion took a little longer than expected, which made the summary part a bit rushed. I need to better control the time in each activity to ensure a more complete and smooth teaching process. Overall, through this class, students have made some progress in learning about plants and using related English knowledge, but there is still room for improvement in my teaching methods and strategies. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$